AP US HISTORY 2018- 2019

[Pages:21]AP US HISTORY 2018-2019

SUMMER ASSIGNMENT ? DUE 1st CLASS

1. There is an earlier online version of our textbook that can be found at: The Enduring Vision, A History of the American People, 5th Edition by Boyer (Note: The page numbers will be slightly off from the reading guides included, but all the information is still included in this online version of the textbook.)

2. Read the tips for taking notes and outlining on the page 2 of this document. Consider that there are multiple ways for taking notes in APUSH and this summer assignment will introduce three methods that have been successful for students in the past.

3. Complete the attached Reading Assignment, Charles Mann's 1491 (Note taking strategy #1). Follow the instructions on the assignment. Answer all questions on a separate sheet of paper and be sure to complete all parts of the assignment. We will use this in class the first day and it will be collected. This will teach you content and essential skills.

4. Complete the attached Reading Assignment, The Columbian Exchange (Note taking strategy #2). Follow the instructions for taking margin notes and complete the activity on the back. We will use this in class the first day and it will be collected. This will teach you content and essential skills.

5. Outline/take notes on Chapters 1-3, using the reading guides and instructions in this packet (Note taking strategy #3). The outlines are to be handwritten and should be your own work. Your outlines will be graded and a test/quiz will be given the first week of school on the material. Following the instructions and using the reading guides will teach you how to take notes in APUSH ? an essential skill for success. We don't lecture on what you should already know from your reading assignment...we spend class time discussing and clarifying concepts, working together on skills, and applying what you've learned from the reading assignments. We recommend that you have a binder with loose leaf paper to take notes and to keep handouts organized.

6. Text the message @westapush2 to number 81010 to sign up for Remind. Once signed up on remind, we will be sending updates throughout the summer. (Optional: There is an app available for download for your phone if you are interested.)

7. HIGHLY RECOMMENDED: Purchase this excellent AMSCO review book for APUSH ($20 or negotiate with a senior):

Newman, John J. and Schmalbach, John M., United States History: Preparing for the Advanced Placement Examination, Amsco School Publication.

(Any edition is fine, although the 2015 & 2016 editions have been significantly revised to support the redesigned APUSH curriculum. Do not spend over $20 for any version of the book.)

You can order the new edition for $18.95 at .

8. There will be a test on the summer assignments the second time we meet as a class. Be sure to start the new school year prepared!!

NOTE TAKING STRATEGIES INCLUDED IN SUMMER ASSIGNMENT:

**We will be using various strategies throughout the school year. We would like you to practice the following 3 methods this summer.**

STRATEGY #1: "The Dr. Eklund Approach" - Will be used in the Reading Assignment, Charles Mann's 1491. See the assignment to understand how to complete this method.

STRATEGY #2: "Cornell-Note Taking Method" - Will be used in the Reading Assignment, The Columbian Exchange. You are probably familiar with this method.

STRATEGY #3: "Reading Guides & Graphic Organizers" - Will be used for taking notes on Chapters 1-3. Take notes using the reading guides to guide your note taking. Complete the graphic organizers included as well.

=====================================================================================

GENERAL GUIDELINES FOR TAKING NOTES AND OUTLINGING FOR APUSH

Your APUSH note-taking and outlines should focus on main ideas, the specific evidence that supports them, and the significance of key terms, people, places or events. Your outlines will serve as both a study guide for these key terms as well as a data source to help you think critically, discuss, and formulate arguments about history.

The hardest part of outlining from this textbook is knowing how much to write and how to tell important stuff from minor details. Let the reading guides and the book itself help you. Before you begin outlining, read the introduction and focus questions at the beginning of each chapter, and the conclusion section at the end of the chapter (spoilers are good!). Look over the concepts, terms and questions on the unit overviews that your teacher will provide. Now you know what to focus on.

To make sure your outlines will be useful to you in May 2019 as well as in the next day's class, do the following: Be neat (or at least neat-ish). Illegible notes are useless. Follow the headings and subsections in the book. Use the reading guides and key terms. Use indenting, highlighting, underlining, or different colors to make sections clear. Draw diagrams and pictures. Use arrows and webs. Turn section headings into questions.

Whatever works for you. Sometimes we will provide charts that you can glue in your notes. Make sure your notes include the key terms and answer the questions on the reading guides. The more you process the info while you outline, the better prepared you will be to USE the

info in your essays and class discussions. (See the handwritten notes that follow, they keep relating back to a central theme of the fear of centralization.)

**Our textbook is not the only source of content for this class. We will have access to our Haiku pages next year, and there are many excellent video lectures and powerpoints available online. Explore them and figure out what works best for you to master the required content. Regardless of what combination of materials you use to learn the content, what you put in is what you get out.**

Taking notes, The Dr. Eklund Approach

You've taken notes in some form or fashion for your entire academic career, but the stakes involved in note taking increase with APUSH. Not only does the material delivered in class move quickly, you are also required to master much of the content on your own through nightly readings. We will discuss several strategies in the first week of class, but I've outlined here the method I've used successfully to organize my thoughts while reading difficult texts. Attempt to follow these general guidelines:

1. Skim-read the portion of the text quickly BEFORE you start taking notes. There are no spoilers in history, it's already happened!

2. Find the main idea of the section you are reading. Oftentimes, this will not be the same as the heading provided by the book.

3. Use consistent formatting to organize the important bits of information. Indenting, highlighting, underlining, etc.

4. Scribble on your notes, draw diagrams, create webs of information. Every time you connect one piece of information to another you are strengthening that information's hold. Let no one piece stand alone. A single twig is easily snapped, but a bundle of sticks is impossible to break.

5. Be sure you are consistently using the key terms listed on the reading guides. Gain fluency with the terms and they will become part of your language.

Ultimately, the more you process the information when you first encounter it the more likely it is to "stick." It will also be organized in such a way that you can easily marshal these seemingly disparate data points and facts into a coherent argument in class discussions and essays.

Let's look at an example from Eklund's handwritten notes on Chapter 7. Note that the textbook version available to you online is one edition earlier than the one we use in class, so the page numbers will not be the same. (The notes on the next page is from page 188 of the online version of the textbook that you have access to. Take a look at that page and these notes to have a better understanding.)

READING ASSIGNMENT: CHARLES MANN'S 1491

Please read the works below, both written by Charles Mann, regarding the pre-contact Americas on the eve of European arrival. Annotate your reading using the following method.

1. Use one color to highlight key terms that you do not understand and need to define (can be done digitally in google docs if you go to Add-ons and install the highlighter tool)

2. Use another color or underlining to indicate key passages of text. 3. If using Microsoft Word or Google Docs, add comments to key passages of the text. Think of

questions you might want to pose the author, comments on portions of the reading that surprise or intrigue you, or impressive literary devices that catch your attention.

Note: If you are particularly organized, you may want to organize your colors in such a way that different colors have different meanings, beyond those I have listed here. For instance, a color for confounding words, a color for the obligatory advanced general vocabulary words, etc.

After annotating in detail (see attached page of a sample annotation, it is from a current events project but gives you an idea of the complexity and depth suggested), please answer the following questions on your own. Be prepared to discuss the "focus questions" on the first day of class.

==========================================================================================

THE WORKS BELOW (click on the hyperlinks to access the readings):

Excerpt from 1491 by Charles Mann

Reading Questions for the Excerpt from 1491: 1. Why was the meeting between Massoit, Tisquantum, and Samoset a critical turning point? What did each

party stand to gain/lose? 2. Why was the Northeastern American landscape less densely populated than areas to the south and more

densely populated than hunter-gatherer groups on the plains? 3. Describe some ways the Indian villages were better adapted to their environment, and what sort of

advantages these gave the native populations. How else did Native American villages differ from the English experience? 4. How did the political and military sensibilities of the native tribes and English differ? 5. Why do scholars speculate the American Indian populations were so healthy? How did the Native Americans view the English? 6. Why did the Native policies toward European visitors change? 7. How did the Pilgrims survive? 8. What was the European's "secret weapon?" More pointedly, how did it help the Europeans gain the upper hand? 9. How has your understanding of Tisquantum (Squanto) changed as a result of this reading? Does this reading mean the history you've been told before about the founding of the New England colonies is wrong? Explain

"1491," by Charles Mann in The Atlantic Monthly Magazine

Reading Questions for the "1491" article appearing in The Atlantic: 1. What is unique about Beni and its landscape? What does Erickson believe this proves? 2. What was wrong with the view of Indians taught in schools during the 1970s? 3. What does Dean R. Snow mean when he says, "you can make the meager evidence from the ethnohistorical record tell you anything you want...it's really easy to kid yourself?" 4. What is similar/different in the story of the Mayflower told in the excerpt from the book and the article from The Atlantic?

5. Why was Dobyns's argument so significant? (think beyond the obvious deaths of native populations and to what it says about Europeans)

6. What was the impact of Hernando de Soto's expedition on the American South? 7. How do scholars explain the unusually high mortality rate for Native Americans exposed to European

diseases? What final conclusion does Mann endorse with regard to population counts? 8. What are the contributions of scholars like Alfred Crosby, and what is the significance of the

"Columbian Exchange?" 9. What is terra preta and why might it hold significant clues for the history of native populations in

places like Amazonia? 10. Ultimately, what has been the impact of what Mann calls the "pristine myth?"

After reading BOTH, consider the following focus questions and be prepared to discuss in class: 1. How are these two readings different? Consider style, content, and scope. 2. Why are these readings different? What is the purpose of the difference? 3. How might you treat these readings differently as sources? Is one more than effective in its argument than the other? 4. Finally, what "myths" about pre-contact Europeans and Native Americans are challenged by Mann's writing? How are these important to our understanding of the starting conditions for English colonization of the North American continent?

The Columbian Exchange by Alfred W. Crosby

Detail from a 1682 map of North America, Novi Belgi Novaeque Angliae, by Nicholas Visscher. (Gilder Lehrman Collection)

Millions of years ago, continental drift carried the Old World Old World (OW)=

and New Worlds apart, splitting North and South America from Eurasia and Africa. That separation lasted so long that it fostered New World (NW)=

divergent evolution; for instance, the development of

Define Colombian Exchange in your own words:

rattlesnakes on one side of the Atlantic and vipers on the other.

After 1492, human voyagers in part reversed this tendency.

Their artificial re-establishment of connections through the

commingling of Old and New World plants, animals, and

bacteria, commonly known as the Columbian Exchange, is one

of the more spectacular and significant ecological events of the

past millennium.

When Europeans first touched the shores of the Americas, Old Crops

World crops such as wheat, barley, rice, and turnips had not

from OW:

traveled west across the Atlantic, and New World crops such as

maize, white potatoes, sweet potatoes, and manioc had not

from NW:

traveled east to Europe. In the Americas, there were no horses,

cattle, sheep, or goats, all animals of Old World origin. Except Critters for the llama, alpaca, dog, a few fowl, and guinea pig, the New from OW:

World had no equivalents to the domesticated animals associated

with the Old World, nor did it have the pathogens associated from NW:

with the Old World's dense populations of humans and such associated creatures as chickens, cattle, black rats, and Aedes egypti mosquitoes. Among these germs were those that carried

Germs from OW:

smallpox, measles, chickenpox, influenza, malaria, and yellow

fever.

The Columbian exchange of crops affected both the Old World What is the thesis of this paragraph? (?) hint: it's and the New. Amerindian crops that have crossed oceans--for more than the first sentence... example, maize to China and the white potato to Ireland--have been stimulants to population growth in the Old World. The latter's crops and livestock have had much the same effect in the Americas--for example, wheat in Kansas and the Pampa, and beef cattle in Texas and Brazil. The full story of the exchange is Examples to support the thesis?

many volumes long, so for the sake of brevity and clarity let us

focus on a specific region, the eastern third of the United States

of America.

As might be expected, the Europeans who settled on the east

What is the take-away point of this ?? If you were

coast of the United States cultivated crops like wheat and apples, outlining, what one idea would you note? You will

which they had brought with them. European weeds, which the need to put it in your own words to be useful.

colonists did not cultivate and, in fact, preferred to uproot, also

fared well in the New World. John Josselyn, an Englishman and

amateur naturalist who visited New England twice in the

seventeenth century, left us a list, "Of Such Plants as Have

Sprung Up since the English Planted and Kept Cattle in New

England," which included couch grass, dandelion, shepherd's purse, groundsel, sow thistle, and chickweeds. One of these, a plantain (Plantago major), was named "Englishman's Foot" by the Amerindians of New England and Virginia who believed that it would grow only where the English "have trodden, and was never known before the English came into this country." Thus, as they intentionally sowed Old World crop seeds, the European settlers were unintentionally contaminating American fields with weed seed. More importantly, they were stripping and burning forests, exposing the native minor flora to direct sunlight and to the hooves and teeth of Old World livestock. The native flora could not tolerate the stress. The imported weeds could, because they had lived with large numbers of grazing animals for thousands of years.

Cattle and horses were brought ashore in the early 1600s and

Does this ? have a new thesis, or is it evidence

found hospitable climate and terrain in North America. Horses supporting an earlier argument?

arrived in Virginia as early as 1620 and in Massachusetts in

1629. Many wandered free with little more evidence of their

connection to humanity than collars with a hook at the bottom to

catch on fences as they tried to leap over them to get at crops.

Fences were not for keeping livestock in, but for keeping

livestock out.

Native American resistance to the Europeans was ineffective. Indigenous peoples suffered from white brutality, alcoholism,

Capture the main argument and evidence of this ? in outline format:

the killing and driving off of game, and the expropriation of

Main idea

farmland, but all these together are insufficient to explain the

o Evidence

degree of their defeat. The crucial factor was not people, plants, or animals, but germs. The history of the United States begins with Virginia and Massachusetts, and their histories begin with

o Evidence

epidemics of unidentified diseases. At the time of the abortive

Virginia colony at Roanoke in the 1580s the nearby

Amerindians "began to die quickly. The disease was so strange

that they neither knew what it was, nor how to cure it."[1] When

the Pilgrims settled at Plymouth, Massachusetts, in 1620, they

did so in a village and on a coast nearly cleared of Amerindians

by a recent epidemic. Thousands had "died in a great plague not

long since; and pity it was and is to see so many goodly fields,

and so well seated, without man to dress and manure the

same."[2]

Smallpox was the worst and the most spectacular of the infectious diseases mowing down the Native Americans. The first recorded pandemic of that disease in British North America detonated among the Algonquin of Massachusetts in the early 1630s: William Bradford of Plymouth Plantation wrote that the victims "fell down so generally of this disease as they were in the end not able to help one another, no not to make a fire nor fetch a little water to drink, nor any to bury the dead."[3]

Now write a one-sentence summary of this paragraph that presents the main idea and previews key supporting evidence:

The missionaries and the traders who ventured into the

What info would you note from this ?? Specific

American interior told the same appalling story about smallpox names and #'s or an overall idea?(that's a hint)

and the indigenes. In 1738 alone the epidemic destroyed half the

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download